Page 15 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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4 The Creative Training Idea Book
rain-based or brain-compatible learning theory focuses on concepts that create
an opportunity in which attainment and retention of information are maximized.
BThese concepts incorporate the latest research on the brain and encourage appli-
cation of findings to training and educational learning environments. In this chapter
you will explore how the brain functions in an effort to better recognize ways to develop
creative approaches to training adults and to use props, activities, and incentives offered
throughout the rest of the book.
A key to the successful application of brain-based learning theory precepts is for every-
one involved in the learning process (program designers, managers, trainers/educators,
and learners) first to understand the structure of the brain and how it works. They must
then identify personal strengths and areas for improvement related to the theoretical
concepts and modify approaches to learning accordingly. They must also consciously
focus on learner needs and learning styles to ensure that program format and delivery
are effective.
According to brain-based theory, learning is an active process in which challenges,
ambiguity, and situations encouraging creativity are presented through use of acceler-
ated learning strategies such as those covered in this book. Everything from the environ-
ment to personal actions impacts learners. Participants are prompted to think outside
the box when examining information and issues. Problem-solving, questioning, ongo-
ing interaction, and feedback are important elements in the absorption process, and are
used freely. Learners are also provided with many opportunities to make associations
with knowledge and skills that they already possess while forming new thinking pat-
terns and making additional connections. These connections are strengthened by the
use of analogies, simulations, metaphors, jokes, stories, examples, and various interactive
techniques.
In brain-based learning environments, materials and instruction must be learner centered
and delivered in a manner that is fun, meaningful, and personally enriching. It must also
provide opportunities for participants to have time to process what they experience so
that they can make mental connections and master content. In doing so, learners can
increase personal comprehension and better grasp meaning and potential opportunities
for application.
To ensure you are adequately addressing true participant needs when creating pro-
gram content, take the time to do an advance assessment of what participants already
know related to your intended session topic(s). You can accomplish this by mailing a
questionnaire to participants and their supervisors a couple of weeks before the sched-
uled training. You can also conduct face-to-face or telephone interviews, hold focus
groups involving those who will be attending and/or their supervisors, or visit work sites
to observe on-the-job behavior of participants related to the program topic. Take the
information gained into account as you design program content.
If advance assessment is not possible, write closed-ended questions regarding pro-
gram content on flip chart paper and post these on the training room wall. Have partic-
ipants respond to the questions as they enter the room. You can also pass out 3 × 5 cards
or blank paper and have them respond to questions that are either collected or discussed